{
  "schema_version": "1.0",
  "registry_id": "ACA-RESEARCH-LITERATURE-REGISTRY",
  "updated": "2026-09-09",
  "governance_note": "Entries distinguish peer-reviewed research, governmental/administrative evidence, ACA working papers, and candidate literature. Inclusion does not imply that every source supports the same proposition.",
  "paper_streams": [
    {
      "id": "ACA-PAPER-001",
      "title": "From Procedure to Understanding: Predicate Knowledge, Apparent Procedural Competence, and the Robustness of Mathematical Performance in Algebra I",
      "status": "publicly distributed on SSRN",
      "ssrn_abstract_id": "7281501"
    },
    {
      "id": "ACA-PAPER-PDPK",
      "title": "Pandemic-Disrupted Predicate Knowledge (PDPK) working paper",
      "status": "in development",
      "title_status": "working title / construct line; final paper title not frozen"
    }
  ],
  "records": [
    {
      "id": "ACA-LIT-KUHFELD-2025",
      "source_type": "peer-reviewed-journal-article",
      "peer_reviewed": true,
      "apa7": "Kuhfeld, M., Robinson, G., Isaacs, J., Postell, S., Lee, J.-E., & Ottmar, E. (2025). High school math course-taking: Shifts in access and achievement post-COVID-19. AERA Open, 11(1), 1–17. https://doi.org/10.1177/23328584251353514",
      "doi": "10.1177/23328584251353514",
      "url": "https://doi.org/10.1177/23328584251353514",
      "design": "large-scale longitudinal analysis of NWEA MAP Growth mathematics data",
      "sample": "approximately 1.7 million U.S. students",
      "finding": "A mathematics achievement decline that emerged for students in eighth grade in 2020–2021 remained detectable in tenth grade in spring 2023; significant negative achievement effects were found among tenth-grade students taking Algebra I, Geometry, and Algebra II, while overall course-enrollment rates did not show statistically significant COVID impacts.",
      "limitations_boundary": "Supports a longitudinal high-school bridge but does not establish that every later mathematics difficulty is caused by pandemic disruption.",
      "paper_mapping": [
        "ACA-PAPER-001",
        "ACA-PAPER-PDPK"
      ],
      "federal_rd_mapping": [
        "problem-significance",
        "prior-evidence",
        "benchmark-context",
        "research-design"
      ],
      "status": "reviewed-core"
    },
    {
      "id": "ACA-LIT-UNGER-2026",
      "source_type": "peer-reviewed-journal-article",
      "peer_reviewed": true,
      "apa7": "Unger, V., Grünig, F., Hochweber, J., Brauchle, J., Hübner, N., & Kickmeier-Rust, M. (2026). The impact of COVID-19 on Swiss students’ learning. Learning and Instruction, 104, 102338. https://doi.org/10.1016/j.learninstruc.2026.102338",
      "doi": "10.1016/j.learninstruc.2026.102338",
      "url": "https://doi.org/10.1016/j.learninstruc.2026.102338",
      "design": "longitudinal multiple-group item-response and latent-change models with time-series analysis",
      "sample": "135,551 tests from 24,827 grade 8–9 students in St. Gallen, Switzerland",
      "finding": "No statistically significant learning-loss signal during school closures was detected; a temporary acceleration effect appeared about one year later, and standardized test use increased during and after the pandemic.",
      "limitations_boundary": "Contrary/null evidence demonstrating that pandemic-related learning outcomes are heterogeneous across systems and should not be treated as universal.",
      "paper_mapping": [
        "ACA-PAPER-PDPK"
      ],
      "federal_rd_mapping": [
        "contrary-evidence",
        "limitations",
        "research-design"
      ],
      "status": "reviewed-core-contrary"
    },
    {
      "id": "ACA-LIT-LEE-MAO-2021",
      "source_type": "peer-reviewed-journal-article",
      "peer_reviewed": true,
      "apa7": "Lee, S. W., & Mao, X. (2021). Algebra by the eighth grade: The association between early study of Algebra I and students’ academic success. International Journal of Science and Mathematics Education, 19(6), 1271–1289. https://doi.org/10.1007/s10763-020-10116-3",
      "doi": "10.1007/s10763-020-10116-3",
      "url": "https://doi.org/10.1007/s10763-020-10116-3",
      "design": "observational association study",
      "sample": "secondary mathematics students; full extraction pending",
      "finding": "Included as prerequisite/course-sequencing literature relevant to early Algebra I participation and later academic success. Full claim extraction is pending before proposition-level use.",
      "limitations_boundary": "Registry inclusion is a screening-stage mapping; do not use the summary as a causal claim until full-text extraction is completed.",
      "paper_mapping": [
        "ACA-PAPER-001",
        "ACA-PAPER-PDPK"
      ],
      "federal_rd_mapping": [
        "prior-art",
        "theory-of-change"
      ],
      "status": "screened-extraction-pending"
    },
    {
      "id": "ACA-GOV-SCDE-SCREADY-2026",
      "source_type": "government-administrative-data",
      "peer_reviewed": false,
      "apa7": "South Carolina Department of Education. (2026). 2026 SC READY scores: Statewide by grade level and reporting category.",
      "url": "https://www.ed.sc.gov/data/test-scores/state-assessments/sc-ready/2026/state-scores-by-grade-level-and-standard/",
      "finding": "Grade 6 mathematics low-performance rates were 47.2% in Numerical Reasoning, 45.6% in Patterns, Algebra, and Functional Reasoning, 41.6% in Measurement, Geometry, and Spatial Reasoning, and 39.6% in Data, Probability, and Statistical Reasoning. Statewide Grades 3–8 mathematics Meets/Exceeds rose to 47.9% in 2026 from 43.9% in 2025 and 42.3% in 2024.",
      "limitations_boundary": "Administrative performance categories are descriptive state evidence. Aggregate or domain-level results do not identify individual causes and should not be compared across changed standards or sequences without methodological controls.",
      "paper_mapping": [
        "ACA-PAPER-PDPK"
      ],
      "federal_rd_mapping": [
        "problem-significance",
        "state-context",
        "benchmark-context"
      ],
      "status": "reviewed-core-government"
    }
  ]
}